Predicting Early Literacy Growth: The Influence of Temperament and Social Behaviors
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Authors
Steudle, Ashlee
Issue Date
2009
Type
Thesis
Language
en_US
Keywords
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Abstract
The foundations of lifelong academic and personal success are initially shaped
even before children start school. Research is beginning to pinpoint the salient
developmental characteristics of successful outcomes. In particular, temperament, social
skills, problem behaviors, and self-regulatory abilities, specifically effortful control, are
studied as important components of personality that can affect the performance of
children in academic settings. To further analyze these relationships, this study examined
the influence of the 2 components of the SSRS-T (social skills and problem behaviors)
and the 3 shortened characteristics of the CBQ (surgency, negative affect, and effortful
control) on the Woodcock-Johnson III scores of 117 Michigan State University Lab
School preschoolers over the course the 2008-2009 school year. Regression results
demonstrated a significant positive relationship between effortful control and WJ-111
literacy growth measures. Further correlation results reveal high ratings of social skills
were positively correlated to literacy growth and high ratings of problems behaviors were
negatively correlated with literacy growth. These results suggest future researchers
examine the specific components of effortful control that contribute to academic success.
The results also propose that additional studies isolate and investigate the components of
negative affect which remain unstudied. Finally, the results recommend that educational
administrations include self-regulatory programs within their academic curriculum to
cultivate optimum student success.
Description
v, 55 p.
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